This document outlines a group project assignment for architecture students. The assignment requires students to:
1) Identify an environmental or community issue in their local area. 2) Propose and execute a solution to address the issue. 3) Document their work in a research poster and multimedia presentation. Students will work in groups to explore local issues, engage with the community, and provide designs or services to benefit the public. The goal is for students to apply their skills and increase awareness of sustainability issues.
1. Students are assigned a group project to identify an environmental issue in their local community and propose a solution. They will visit the project site, document the issue, and present their proposal and completed project.
2. The project has three stages - proposing a solution, receiving approval and executing the work on site, and producing a final report and presentation. Students must demonstrate their understanding of sustainability concepts and community engagement.
3. Students will be evaluated on their initial proposal, work executed on site, final written report and research poster, and multimedia presentation of the full project process and its environmental and social impact. Proper referencing is also required.
CURRENT - Emily Carr University of Art + Design Research Journal - Issue 2dshack
Current is an academic journal designed, edited, produced and marketed by undergraduates in communication design with article contributions from faculty, students in both the graduate and undergraduate programs, and alumni.
Design schools have the potential to play an important role as agents of sustainable change by establishing Design Labs within each school. Design Labs can use design classes and research to stimulate and support open, collaborative design networks in various ways, such as investigating local resources, facilitating co-design processes, visioning future scenarios, communicating social innovation initiatives, enabling communities, replicating successful organizations, and synergizing systemic changes. For example, the Nutrire Milano project in Milan demonstrates how a Design Lab operates within emerging design networks to regenerate the local food system through community-driven solutions.
Collective and cumulative - some strategies of everyday design-in-useinuseproject
The document discusses design-in-use and collective design processes. It notes that design does not end with the creation of objects, but continues as people incorporate technologies into their everyday lives. It examines questions around who designs, what is designed, how design work is distributed, and how decisions are made. It argues that more attention should be paid to design-in-use and the opportunities it provides for collaboration. Two case studies are presented that show complex relationships between different actors engaging in grassroots innovation. The document advocates for making the "design space" more visible and increasing actors' capabilities to initiate innovations.
This document outlines a challenge-based learning example for teaching students about energy conservation. It presents the big idea of energy conservation and essential questions for students to consider. The challenge asks students to create a plan to more efficiently use energy resources at home or school. The document provides guiding questions, activities, and resources for students to research energy usage and alternative energy sources. It presents a sample solution of five easy ways to save energy every day. Finally, it discusses assessing student projects and sharing them through online tools.
This document outlines apps that can be used to support Challenge Based Learning with iOS devices. It is organized around the 5 stages of CBL (from brainstorming to reflections) and provides app suggestions for tasks within each stage like documentation, collaboration, media creation, and more. Free and low-cost apps are recommended for activities like organizing ideas, conducting research, creating videos and presentations, and capturing reflections.
Social Tech in Product Development | 2012 3DCIC ConferenceLifecycle Insights
Social technologies can be used in product development for ideation and detailed design by facilitating collaboration between internal teams and external partners. While prior attempts to use social media for work failed to provide the right context, new social technologies offer cloud-based collaboration platforms specifically designed for professional networks working on shared projects. These tools make collaboration more accessible and trackable compared to traditional methods. However, changing collaboration presents challenges as methods of collaboration are rarely documented and enforced like business processes.
Institute of Play - Green Machine Curriculum Pilothivelearningnyc
The Green Machine curriculum pilot module on water introduces a design challenge for participants to build a water filtration prototype using recycled materials. The goals are to introduce sustainable design concepts and have participants follow guidelines to conceptualize, build, test, and iterate a design. Key skills practiced include systems thinking, the engineering design process, and considering sustainability in design. Participants will produce a water filtration system worksheet and prototype to demonstrate their learning.
1. Students are assigned a group project to identify an environmental issue in their local community and propose a solution. They will visit the project site, document the issue, and present their proposal and completed project.
2. The project has three stages - proposing a solution, receiving approval and executing the work on site, and producing a final report and presentation. Students must demonstrate their understanding of sustainability concepts and community engagement.
3. Students will be evaluated on their initial proposal, work executed on site, final written report and research poster, and multimedia presentation of the full project process and its environmental and social impact. Proper referencing is also required.
CURRENT - Emily Carr University of Art + Design Research Journal - Issue 2dshack
Current is an academic journal designed, edited, produced and marketed by undergraduates in communication design with article contributions from faculty, students in both the graduate and undergraduate programs, and alumni.
Design schools have the potential to play an important role as agents of sustainable change by establishing Design Labs within each school. Design Labs can use design classes and research to stimulate and support open, collaborative design networks in various ways, such as investigating local resources, facilitating co-design processes, visioning future scenarios, communicating social innovation initiatives, enabling communities, replicating successful organizations, and synergizing systemic changes. For example, the Nutrire Milano project in Milan demonstrates how a Design Lab operates within emerging design networks to regenerate the local food system through community-driven solutions.
Collective and cumulative - some strategies of everyday design-in-useinuseproject
The document discusses design-in-use and collective design processes. It notes that design does not end with the creation of objects, but continues as people incorporate technologies into their everyday lives. It examines questions around who designs, what is designed, how design work is distributed, and how decisions are made. It argues that more attention should be paid to design-in-use and the opportunities it provides for collaboration. Two case studies are presented that show complex relationships between different actors engaging in grassroots innovation. The document advocates for making the "design space" more visible and increasing actors' capabilities to initiate innovations.
This document outlines a challenge-based learning example for teaching students about energy conservation. It presents the big idea of energy conservation and essential questions for students to consider. The challenge asks students to create a plan to more efficiently use energy resources at home or school. The document provides guiding questions, activities, and resources for students to research energy usage and alternative energy sources. It presents a sample solution of five easy ways to save energy every day. Finally, it discusses assessing student projects and sharing them through online tools.
This document outlines apps that can be used to support Challenge Based Learning with iOS devices. It is organized around the 5 stages of CBL (from brainstorming to reflections) and provides app suggestions for tasks within each stage like documentation, collaboration, media creation, and more. Free and low-cost apps are recommended for activities like organizing ideas, conducting research, creating videos and presentations, and capturing reflections.
Social Tech in Product Development | 2012 3DCIC ConferenceLifecycle Insights
Social technologies can be used in product development for ideation and detailed design by facilitating collaboration between internal teams and external partners. While prior attempts to use social media for work failed to provide the right context, new social technologies offer cloud-based collaboration platforms specifically designed for professional networks working on shared projects. These tools make collaboration more accessible and trackable compared to traditional methods. However, changing collaboration presents challenges as methods of collaboration are rarely documented and enforced like business processes.
Institute of Play - Green Machine Curriculum Pilothivelearningnyc
The Green Machine curriculum pilot module on water introduces a design challenge for participants to build a water filtration prototype using recycled materials. The goals are to introduce sustainable design concepts and have participants follow guidelines to conceptualize, build, test, and iterate a design. Key skills practiced include systems thinking, the engineering design process, and considering sustainability in design. Participants will produce a water filtration system worksheet and prototype to demonstrate their learning.
Accessibility, Usability and User Centred Design (User centred design)David Lamas
The document discusses user-centered design (UCD) and related topics. It defines UCD as a design philosophy that puts real users and their goals at the center of developing products and services, not just technology. The key principles of UCD are early focus on users and tasks, empirical measurement, and iterative design. The document also discusses accessibility, usability, interaction design lifecycles, methods for UCD like card sorting and prototyping, and provides additional readings on these topics.
ECEEE summer study 2011 presentation on using social media to promote energy efficiency research in New Zealand. Panel 8 - Dynamics of Consumption (which I co-led with Michael Ornetzeder)
1. LivingTom is a fictional product designed to provoke conversations about complex social and technological issues through subtle interactions and movements.
2. The design process involved prototyping movements of a plastic bag within a dome structure to create a seamless experience for the user.
3. The designer argues that well-designed fictional products can be powerful communication tools to deliver messages and inspire changes in thinking, even if the products themselves may not reach the market.
UNEP-Live is an innovative online platform that allows UNEP to efficiently create and share knowledge about the global environment. It provides easy access to environmental reports, indicators, maps and images. UNEP-Live also enables dynamic reporting on the state of the environment using web, mobile and social media. It facilitates networking and data sharing to assess the global environment.
This document provides an overview for a project-based learning unit titled "The Story of Stuff" for grades 9-10. The unit is designed to last 6 weeks and uses the web film of the same name as a starting point to explore how consumerism impacts the environment. Students will research environmental issues, calculate their carbon footprint, and create a public service announcement with a solution to lessen environmental impact. The document outlines objectives, assessments, lessons, resources, and standards addressed.
What Does it Mean for a System to be Useful? An Exploratory Study of Usefulnesscraigmmacdonald
This document summarizes a study exploring the concept of usefulness in human-computer interaction (HCI). The study defined usefulness as "the extent to which a system's functions allow users to complete tasks and achieve goals in a particular context." It found that usefulness is shaped by context, and that usability is linked to usefulness. Specifically, higher ratings of usability were associated with higher ratings of usefulness. Additionally, usefulness had a significant effect on ratings of a system's overall goodness, more so than other factors like usability, aesthetics, and enjoyment. The study was limited by its controlled laboratory setting but provides a starting point for further exploring the importance of usefulness in HCI evaluation and design.
4.2 system design for social equity vezzoli 13-14 LeNS_slide
This document discusses system design for social equity and cohesion. It defines system design for social equity and cohesion as designing the system of products and services that fulfill customer demands based on innovative stakeholder interactions that continuously seek socio-ethically beneficial solutions. It identifies two approaches to system design for social equity and cohesion: 1) designing the satisfaction system and related products/services, and 2) designing stakeholder interactions. It also outlines criteria for system design for social equity and cohesion, including improving employment, enabling responsible consumption, and empowering local resources. Finally, it discusses methods and tools for orienting system design towards more sustainable and socially equitable solutions.
Eilidh is an interaction designer who recently graduated from the Copenhagen Institute of Interaction Design's pilot year program. For her final project, she is investigating how personal informatics tools can help people achieve balance in their lives by making them more aware of their lifestyle habits and enabling behavior changes. She is interested in whether tracking intangible information about daily actions can trigger changes and help people identify areas of fulfillment. Some existing personal informatics tools she has researched include Nike+ for running, Wattson for energy usage, Google Power Meter, Last.fm for music listening, and Dopplr for travel tracking.
Concept Mapping of Photo Voices: Neighbourhood and HealthWellesley Institute
This presentation illustrates how one's neighbourhood influences their personal and family's health and wellbeing.
Nasim Haque, MD, DrPH
Director of Community Health
www.wellesleyinstitute.com
Follow us on twitter @wellesleyWI
Ambient artifacts fostering energy awareness in private homesChristoph Mühlbauer
In this paper we describe the process of designing
prototypes of artifacts to empower private households
to monitor and compare their consumption of
electricity.
What Fiber to the Home Can Do For Your CommunityMia Nickels
This document discusses the benefits of fiber to the home (FTTH) broadband networks. It argues that FTTH networks provide more reliable and higher bandwidth internet access that can boost economic growth and productivity. FTTH enables new applications and services in healthcare, education, entertainment and more. While FTTH has higher initial installation costs than existing copper networks, it has lower long-term operating costs and enables higher revenue opportunities. The document advocates that governments and communities consider FTTH networks as a key infrastructure investment for future economic and social development.
Convenient Housewares and Apartment Outfitters provides customizable packages of housewares, electronics, and maid services for apartments. They have over 26 years of experience working throughout the United States from their 6 regional offices/warehouses. They pride themselves on high quality customer service, direct management, flexibility to meet customer needs, and ensuring quality standards are met through customized reporting and inspections.
The document discusses non-textual ranking approaches in digital libraries. It describes ranking based on bibliometrics like Bradfordizing, which re-ranks search results based on core journals. It also describes author centrality ranking, which re-ranks results based on central authors in co-authorship networks. Evaluation found Bradfordizing improved precision by placing core journals higher. Author centrality provided additional relevant documents not in top textual rankings, adding value. A prototype demonstrated the approaches. Non-textual ranking was found to structure large document sets and enhance retrieval over textual approaches alone.
Ontology alignment – is PROV-O good enough?Simon Cox
Presentation to OGC Geosemantics Summit, 2015-06-03.
I explain the incompatibiity between the Observation classes in SSN and O&M, and how this can be understood mostly clearly through alignment with PROV. Compared with other 'upper ontologies' PROV provides a very easy to understand framework, with only 3 top level classes, two of which are disjoint.
The document describes how to make a foldable for identifying properties of quadrilaterals. It involves folding a piece of paper into sections and labeling each section with a different quadrilateral: parallelogram, rectangle, rhombus, and square. For each shape, its properties are listed on the foldable including parallel sides, right angles, congruent sides, and relationships between diagonals and angles. The foldable provides a way to learn and review the defining characteristics of different quadrilaterals.
Dokumen ini membahas sejarah dan perkembangan Internet, dimulai dari proyek militer ARPANET pada 1969 hingga komersialisasi Internet pada 1988 beserta pengenalan berbagai protokol dan layanan baru seperti e-mail, Domain Name System, dan World Wide Web.
1. Slowing wage growth in the UK since the financial crisis has confounded predictions that 2014 would be a year of pay rises.
2. Compositional changes in the UK workforce, such as shifts toward lower-paying occupations and younger, less experienced workers, have contributed to dragging down average pay growth, especially in 2014.
3. Key factors pulling down pay included growth in lower-paying caring jobs and elementary occupations, an increase in younger workers, and a rise in the number of short-tenured employees.
This document outlines the services provided by Dial a CFO for businesses at different stages - start-up, growth, maturity, and decline or exit. It provides an overview of the people resources, strategy and planning, commercial, control and business information, and advisory services offered at each stage to assist the business and add value on time and on budget.
Accessibility, Usability and User Centred Design (User centred design)David Lamas
The document discusses user-centered design (UCD) and related topics. It defines UCD as a design philosophy that puts real users and their goals at the center of developing products and services, not just technology. The key principles of UCD are early focus on users and tasks, empirical measurement, and iterative design. The document also discusses accessibility, usability, interaction design lifecycles, methods for UCD like card sorting and prototyping, and provides additional readings on these topics.
ECEEE summer study 2011 presentation on using social media to promote energy efficiency research in New Zealand. Panel 8 - Dynamics of Consumption (which I co-led with Michael Ornetzeder)
1. LivingTom is a fictional product designed to provoke conversations about complex social and technological issues through subtle interactions and movements.
2. The design process involved prototyping movements of a plastic bag within a dome structure to create a seamless experience for the user.
3. The designer argues that well-designed fictional products can be powerful communication tools to deliver messages and inspire changes in thinking, even if the products themselves may not reach the market.
UNEP-Live is an innovative online platform that allows UNEP to efficiently create and share knowledge about the global environment. It provides easy access to environmental reports, indicators, maps and images. UNEP-Live also enables dynamic reporting on the state of the environment using web, mobile and social media. It facilitates networking and data sharing to assess the global environment.
This document provides an overview for a project-based learning unit titled "The Story of Stuff" for grades 9-10. The unit is designed to last 6 weeks and uses the web film of the same name as a starting point to explore how consumerism impacts the environment. Students will research environmental issues, calculate their carbon footprint, and create a public service announcement with a solution to lessen environmental impact. The document outlines objectives, assessments, lessons, resources, and standards addressed.
What Does it Mean for a System to be Useful? An Exploratory Study of Usefulnesscraigmmacdonald
This document summarizes a study exploring the concept of usefulness in human-computer interaction (HCI). The study defined usefulness as "the extent to which a system's functions allow users to complete tasks and achieve goals in a particular context." It found that usefulness is shaped by context, and that usability is linked to usefulness. Specifically, higher ratings of usability were associated with higher ratings of usefulness. Additionally, usefulness had a significant effect on ratings of a system's overall goodness, more so than other factors like usability, aesthetics, and enjoyment. The study was limited by its controlled laboratory setting but provides a starting point for further exploring the importance of usefulness in HCI evaluation and design.
4.2 system design for social equity vezzoli 13-14 LeNS_slide
This document discusses system design for social equity and cohesion. It defines system design for social equity and cohesion as designing the system of products and services that fulfill customer demands based on innovative stakeholder interactions that continuously seek socio-ethically beneficial solutions. It identifies two approaches to system design for social equity and cohesion: 1) designing the satisfaction system and related products/services, and 2) designing stakeholder interactions. It also outlines criteria for system design for social equity and cohesion, including improving employment, enabling responsible consumption, and empowering local resources. Finally, it discusses methods and tools for orienting system design towards more sustainable and socially equitable solutions.
Eilidh is an interaction designer who recently graduated from the Copenhagen Institute of Interaction Design's pilot year program. For her final project, she is investigating how personal informatics tools can help people achieve balance in their lives by making them more aware of their lifestyle habits and enabling behavior changes. She is interested in whether tracking intangible information about daily actions can trigger changes and help people identify areas of fulfillment. Some existing personal informatics tools she has researched include Nike+ for running, Wattson for energy usage, Google Power Meter, Last.fm for music listening, and Dopplr for travel tracking.
Concept Mapping of Photo Voices: Neighbourhood and HealthWellesley Institute
This presentation illustrates how one's neighbourhood influences their personal and family's health and wellbeing.
Nasim Haque, MD, DrPH
Director of Community Health
www.wellesleyinstitute.com
Follow us on twitter @wellesleyWI
Ambient artifacts fostering energy awareness in private homesChristoph Mühlbauer
In this paper we describe the process of designing
prototypes of artifacts to empower private households
to monitor and compare their consumption of
electricity.
What Fiber to the Home Can Do For Your CommunityMia Nickels
This document discusses the benefits of fiber to the home (FTTH) broadband networks. It argues that FTTH networks provide more reliable and higher bandwidth internet access that can boost economic growth and productivity. FTTH enables new applications and services in healthcare, education, entertainment and more. While FTTH has higher initial installation costs than existing copper networks, it has lower long-term operating costs and enables higher revenue opportunities. The document advocates that governments and communities consider FTTH networks as a key infrastructure investment for future economic and social development.
Convenient Housewares and Apartment Outfitters provides customizable packages of housewares, electronics, and maid services for apartments. They have over 26 years of experience working throughout the United States from their 6 regional offices/warehouses. They pride themselves on high quality customer service, direct management, flexibility to meet customer needs, and ensuring quality standards are met through customized reporting and inspections.
The document discusses non-textual ranking approaches in digital libraries. It describes ranking based on bibliometrics like Bradfordizing, which re-ranks search results based on core journals. It also describes author centrality ranking, which re-ranks results based on central authors in co-authorship networks. Evaluation found Bradfordizing improved precision by placing core journals higher. Author centrality provided additional relevant documents not in top textual rankings, adding value. A prototype demonstrated the approaches. Non-textual ranking was found to structure large document sets and enhance retrieval over textual approaches alone.
Ontology alignment – is PROV-O good enough?Simon Cox
Presentation to OGC Geosemantics Summit, 2015-06-03.
I explain the incompatibiity between the Observation classes in SSN and O&M, and how this can be understood mostly clearly through alignment with PROV. Compared with other 'upper ontologies' PROV provides a very easy to understand framework, with only 3 top level classes, two of which are disjoint.
The document describes how to make a foldable for identifying properties of quadrilaterals. It involves folding a piece of paper into sections and labeling each section with a different quadrilateral: parallelogram, rectangle, rhombus, and square. For each shape, its properties are listed on the foldable including parallel sides, right angles, congruent sides, and relationships between diagonals and angles. The foldable provides a way to learn and review the defining characteristics of different quadrilaterals.
Dokumen ini membahas sejarah dan perkembangan Internet, dimulai dari proyek militer ARPANET pada 1969 hingga komersialisasi Internet pada 1988 beserta pengenalan berbagai protokol dan layanan baru seperti e-mail, Domain Name System, dan World Wide Web.
1. Slowing wage growth in the UK since the financial crisis has confounded predictions that 2014 would be a year of pay rises.
2. Compositional changes in the UK workforce, such as shifts toward lower-paying occupations and younger, less experienced workers, have contributed to dragging down average pay growth, especially in 2014.
3. Key factors pulling down pay included growth in lower-paying caring jobs and elementary occupations, an increase in younger workers, and a rise in the number of short-tenured employees.
This document outlines the services provided by Dial a CFO for businesses at different stages - start-up, growth, maturity, and decline or exit. It provides an overview of the people resources, strategy and planning, commercial, control and business information, and advisory services offered at each stage to assist the business and add value on time and on budget.
M.E Landscaping provides landscaping services such as Interlocking, driveway pavers, outdoor kitchens, Stonework, Woodwork and Patio Design in the greater Toronto area. Visit: http://customlandscapingtoronto.ca/
El aprendizaje autónomo implica que el estudiante asume una parte importante de la responsabilidad de organizar su propio trabajo y aprendizaje a su propio ritmo. El objetivo es preparar al estudiante para la vida desarrollando habilidades genéricas y capacidades que pueda aplicar en cualquier situación de aprendizaje. La docencia centrada en el estudiante implica una mayor participación y control del alumno sobre su proceso educativo en comparación con el control y participación del docente.
1. Students are assigned a group project to identify an environmental issue in their local community and propose a solution. They will visit the project site, document the issue, and present their proposal and completed project.
2. The project has three stages - proposing a solution, receiving approval and executing the work on site, and presenting documentation of the process. Students must engage the community and create environmental and social impact.
3. Deliverables include an A4 report, A2 research poster, and multimedia presentation summarizing the identified issue, proposed and completed solution, and community engagement process. The project aims to increase students' understanding of sustainability and their role in addressing environmental and social issues.
This document outlines a community service initiative project for architecture students. It proposes that students work in groups to design and implement projects that enhance local communities in areas of charitable homes, community centers, street spaces, or environment. Examples of project types are given. Students will receive guidance from a workshop on charity work. They will conduct research, propose and finalize designs, implement activities, and evaluate their projects. Assessment will be based on architectural values, sustainability, community engagement, and professional project handling demonstrated through e-journals, documentation of activities, and a final presentation video.
Dott07 was a 10-year design promotion program hosted in different regions across the UK every two years. The 2007 program was hosted in North East England and aimed to use design to improve communities and lives, boost the regional economy, and raise awareness of design's value. It included public design projects, education initiatives, and design showcases focused on themes like health, food, energy, education and mobility. The program engaged over 20,000 people and saw some successes, but also had weaknesses in project management, marketing, and regional economic impact.
This document outlines the requirements for Project 2 of the Constructed Landscape course. The project involves analyzing an existing residential property with outdoor space. Students will work in groups to conduct site analysis of a property, including its context, topography, drainage, vegetation, microclimate, structures, and views. Individually, students must provide a conceptual design solution or "site synthesis" diagram. Submissions must include a group site analysis booklet and individual design solution. The work will be assessed based on understanding the brief, research depth and quality, graphic communication skills, collaboration, and design solution originality.
This document outlines the requirements for Project 2 of the Constructed Landscape course. The project involves analyzing an existing residential property with outdoor space. Students will work in groups to conduct site analysis of a property, including its context, topography, drainage, vegetation, microclimate, structures, and views. Individually, students must provide a conceptual design solution or "site synthesis" diagram. Submissions must include a group site analysis booklet and individual design solution. The work will be assessed based on understanding the brief, research depth and quality, graphic communication skills, collaboration, and design solution originality.
This document outlines the requirements for Project 2 of the Constructed Landscape course. The project involves analyzing an existing residential property with outdoor space. Students will work in groups to conduct site analysis of a property, including its context, topography, drainage, vegetation, microclimate, structures, and views. Individually, students must provide a conceptual design solution or "site synthesis" diagram. Submissions must include a group site analysis booklet and individual design solution. The work will be assessed based on understanding the brief, research depth and quality, graphic communication skills, collaboration, and design solution originality.
This document outlines the requirements for Project 2 of the Constructed Landscape course. The project involves analyzing an existing residential property with outdoor space. Students will work in groups to conduct site analysis of a property, including its context, topography, drainage, vegetation, microclimate, structures, and views. Individually, students must provide a conceptual design solution or "site synthesis" diagram. Submissions must include a group site analysis booklet and individual design solution. The work will be evaluated based on understanding the brief, research depth and quality, graphic communication skills, collaboration, and design solution originality and effectiveness.
Project 2 design process research analysislimziahuei
This document outlines the requirements for Project 2 of the Constructed Landscape course. The project involves analyzing an existing residential property with outdoor space. Students will work in groups to conduct site analysis of a property, including its context, topography, drainage, vegetation, microclimate, structures, and views. Individually, students must provide a conceptual design solution or "site synthesis" diagram. Submissions must include a group site analysis booklet and individual design solution. The work will be assessed based on understanding the brief, research depth and quality, graphic communication skills, collaboration, and design solution originality.
This document outlines the requirements for Project 2 of the Constructed Landscape course. The project involves analyzing an existing residential property with outdoor space. Students will work in groups to conduct site analysis of a property, including its context, topography, drainage, vegetation, microclimate, structures, and views. Individually, students must provide a conceptual design solution for improving the site based on their analysis. Submissions must include a group site analysis booklet and individual design solution. Students will be assessed on their understanding of the brief, depth of research, graphic communication skills, collaboration, and original design work.
This document outlines the requirements for Project 2 of the Constructed Landscape course. The project involves analyzing an existing residential property with outdoor space. Students will work in groups to conduct site analysis of a property, including its context, topography, drainage, vegetation, microclimate, structures, and views. Individually, students must provide a conceptual design solution or "site synthesis" diagram. Submissions must include a group site analysis booklet and individual design solution. The work will be assessed based on understanding the brief, research depth and quality, graphic communication skills, collaboration, and design solution originality.
This document outlines the requirements for Project 2 of the Constructed Landscape course. The project involves analyzing an existing residential property with outdoor space. Students will work in groups to conduct site analysis of a property, including its context, topography, drainage, vegetation, microclimate, structures, and views. Individually, students must provide a conceptual design solution or "site synthesis" diagram. Submissions must include a group site analysis booklet and individual design solution. The work will be evaluated based on understanding the brief, research depth and quality, graphic communication skills, collaboration, and design solution originality.
This document outlines the requirements for Project 2 of the Constructed Landscape course. The project involves analyzing an existing residential property with outdoor space. Students will work in groups to conduct site analysis of a property, including its context, topography, drainage, vegetation, microclimate, structures, and views. Individually, students must provide a conceptual design solution or "site synthesis" diagram. Submissions must include a group site analysis booklet and individual design solution. The work will be evaluated based on understanding the brief, research depth and quality, graphic communication skills, collaboration, and design creativity and thoroughness.
This document outlines the requirements for Project 2 of the Constructed Landscape course. The project involves analyzing an existing residential property with outdoor space. Students will work in groups to conduct site analysis of a property, including its context, topography, drainage, vegetation, microclimate, structures, and views. Individually, students must provide a conceptual design solution or "site synthesis" diagram. Submissions must include a group site analysis booklet and individual design solution. The work will be evaluated based on understanding the brief, research depth and quality, graphic communication skills, collaboration, and original design solutions.
This document outlines the requirements for Project 2 of the Constructed Landscape course. The project involves analyzing an existing residential property with outdoor space. Students will work in groups to conduct site analysis of a property, including its context, topography, drainage, vegetation, microclimate, structures, and views. Individually, students must provide a conceptual design solution or "site synthesis" diagram. Submissions must include a group site analysis booklet and individual design solution. The work will be evaluated based on understanding the brief, research depth and quality, graphic communication skills, collaboration, and design solution originality.
This document outlines the requirements for Project 2 of the Constructed Landscape course. The project involves analyzing an existing residential property with outdoor space. Students will work in groups to conduct site analysis of a property, including its context, topography, drainage, vegetation, microclimate, structures, and views. Individually, students must provide a conceptual design solution for improving the site based on their analysis. Submissions must include a group site analysis booklet and individual design solution. Students will be assessed on their understanding of the brief, depth of research, graphic communication skills, collaboration, and original design work.
This document outlines the requirements for Project 2 of the Constructed Landscape course. The project involves analyzing an existing residential property with outdoor space. Students will work in groups to conduct site analysis of a property, including its context, topography, drainage, vegetation, microclimate, structures, and views. Individually, students must provide a conceptual design solution or "site synthesis" diagram. Submissions must include a group site analysis booklet and individual design solution. The work will be evaluated based on understanding the brief, research depth and quality, graphic communication skills, collaboration, and design solution originality.
This document outlines the requirements for Project 2 of the Constructed Landscape course. The project involves analyzing an existing residential property with outdoor space. Students will work in groups to conduct site analysis of a property, including its context, topography, drainage, vegetation, microclimate, structures, and views. Individually, students must provide a conceptual design solution or "site synthesis" diagram. Submissions must include a group site analysis booklet and individual design solution. The work will be evaluated based on understanding the brief, research depth and quality, graphic communication skills, collaboration, and original design solutions.
This document outlines the requirements for Project 2 of the Constructed Landscape course. The project involves analyzing an existing residential property with outdoor space. Students will work in groups to conduct site analysis of a property, including its context, topography, drainage, vegetation, microclimate, structures, and views. Individually, students must provide a conceptual design solution or "site synthesis" diagram. Submissions must include a group site analysis booklet and individual design solution. The work will be evaluated based on understanding the brief, research depth and quality, graphic communication skills, collaboration, and design solution originality.
Project 2 design process research analysisdanielsong15
This document outlines the requirements for Project 2 of the Constructed Landscape course. The project involves analyzing an existing residential property with outdoor space. Students will work in groups to conduct site analysis of a property, including its context, topography, drainage, vegetation, microclimate, structures, and views. Individually, students must provide a conceptual design solution or "site synthesis" diagram. Submissions must include a group site analysis booklet and individual design solution. The work will be evaluated based on understanding the brief, research depth and quality, graphic communication skills, collaboration, and original design solutions.
DESIS GREEN CAMDEN - by UAL, CSM, SRDI, Camden Councildesis_uk
This project aimed to engage students and residents of Camden, London to co-design products and services that could help reduce carbon emissions through more sustainable behaviors. Students worked with residents and local organizations over 10 design projects to better understand challenges and opportunities, then co-created prototypes and service blueprints. While impact is difficult to measure, feedback indicated the collaborative process built social capital and innovative capacity among residents. The project provided students experience in participatory design methods for social innovation, though assessing such open-ended outcomes within existing course structures posed challenges.
The document provides instructions for a project on analyzing modern architectural buildings in Klang Valley, Malaysia. Students must form groups to research and document and analyze a selected building. They are to write a report of around 3000 words discussing the building's history, architectural style, construction, and significance. The report should be divided into an introduction, main paragraphs analyzing different aspects of the building, and a conclusion. It will be assessed based on the quality of content, research, and teamwork.
This document outlines the third project for the Architectural Design Studio 2 module. Students are tasked with further developing their previous project into a 150m2 weekend getaway at the National Botanical Garden in Shah Alam. The objectives are to introduce concepts of program, space, form, and function as well as site-specific design. Students must submit sketches, models, site analysis, drawings including plans, sections, elevations, and details. The project aims to develop understanding of user requirements, spatial configuration, architectural tectonics, and materials.
Arc60205 arc1126 project 1 famous people, familiar faces (august 2016)Lau Hui Ming Belinda
This document outlines Project 1 for the Architectural Design Studio 2 module. Students will work in groups to select one of 22 master architects and their works. They will research the architect and create a 10 minute PowerPoint presentation. Students will then produce a set of drawings including site plans, floor plans, sections and elevations of the selected masterpiece at a scale of 1:100. They will also create 10 analysis diagrams and 10 diagrammatic models at 8x8x8cm to analyze concepts such as form, space, circulation and context hidden in the work. The project aims to investigate how architectural elements and spaces are created through analysis and abstraction of masterworks. Submission includes drawings, models and a presentation for assessment worth 20%
Arc1126 project 2 pavilion @ national botanical garden shah alamLau Hui Ming Belinda
This document outlines the tasks and requirements for Project 2 of the Architectural Design Studio 2 module. Students will work in groups of 2 to conduct site analysis of the National Botanical Garden in Shah Alam, Malaysia and design a 30m3 pavilion for the site. The project aims to develop students' skills in site analysis, user considerations, conceptual design, model making, and presentation. Students must submit site analysis drawings, conceptual diagrams, detailed drawings at 1:50 scale, and physical models of the design process and final proposal to be evaluated based on demonstrated understanding of site context, user needs, design principles, and quality of representations.
1. The botanical garden site plan includes a location map, site plan, and SWOT analysis of the existing observation tower.
2. The observation tower is designed to blend into the surrounding forest environment, using natural materials like wood. It provides 360-degree views of Shah Alam from the top.
3. The tower faces issues with lack of maintenance, unsafe stairs, and small spaces that restrict visitor movement. Renovations are needed to improve structural integrity and safety.
The document provides details of a student group project to raise awareness about domestic violence. The group of 10 students organized a campaign called "Stop Suffering Silently" during Domestic Violence Awareness Month in October. They conducted various activities at an information booth including distributing cupcakes and bookmarks, conducting a survey, and taking photos with a prop to gain support on social media. The campaign was successful in raising awareness as they received over 50 survey responses, took over 40 photos, and distributed 80 bookmarks, achieving their goals. The survey also provided data showing some students were unaware of support organizations for domestic violence victims.
Wisma Angkasapuri is the headquarters of Radio Television Malaysia (RTM) located in Kuala Lumpur. It was designed in the international style of modernism by architect Ronald Pratt and built in 1968. The building incorporates local Malaysian influences through elements like its spade-like sun shading panels, curved barrel vault roof, and Malay wood carvings. It is accessible via major highways and public transportation. The building layout consists of an administration block and television house connected by an entrance hall with a distinctive barrel vault roof.
This document outlines a design project for students to create an object such as a mask, helmet, or glove to represent themselves. It provides guidelines for the project, including using specific materials, a size limitation of 400mmx400mmx400mm, and submission requirements of a 3D artwork and presentation board. The project aims to help students explore self-identity and creative design processes through abstract interpretation applied to an object worn on the head, hands or face. Students will generate concepts through exploration, sketching, selecting a form, and applying materials to represent themselves.
Architecture, culture and history 1 precedent studies project brief - march 2016Lau Hui Ming Belinda
This document outlines the project brief for a precedent study and analysis assignment in an Architecture, Culture and History module. Students will conduct research on a selected building to analyze its historical and architectural significance. They will present their findings through online discussions, a sketch journal, and a presentation board. The objectives are to develop students' understanding of architectural theory and skills in historical and architectural criticism. Students will investigate the intentions, concepts, and relationships demonstrated in their case study building. They will also explore how its design concepts could creatively influence future designs.
The group visited Batu Caves as part of an assignment for their MPU3123 course. Batu Caves is an important Hindu site in Malaysia that draws many pilgrims. The group explored the various caves and attractions, including the large Lord Murugan statue and climbing 272 steps to the Temple Cave. They documented their experiences and findings through photos and discussions to complete their objectives of understanding the site's architecture, art, history and importance to different cultures.
1. Joey and Jason have decided to open a music store targeting retirees by selling rap CDs. However, this target market is not suitable as retirees likely do not have interest in rap music. It would be better to target teenagers.
2. Businesses contribute to society by making a profit and providing goods/services that fulfill wants/needs. Examples of contributions include job creation and tax revenue.
3. "Barrier to entry" refers to obstacles that make it difficult for new businesses to enter an industry. Producing tangible goods generally has higher barriers due to requirements for facilities/equipment.
The group formed a business called De Dotz to run a charity drive selling food and drinks over 4 days to raise money for Shelter Home for Children. De Dotz sold Matcha Doriyaki, Raspberry Muffins, Cake Pops, Soya Pudding with Longan, and canned drinks. They targeted Taylor's University students and aimed to raise RM2000. Although there was competition, they managed to hit their target through strategies like posters and booth decoration. A total of RM2818.55 was raised for the charity.
This document outlines the requirements and guidelines for a final group project for an Introduction to Business course. Students will form groups to plan and run a charity drive event to raise funds for a charitable organization of their choice. They will apply concepts learned in the course like marketing, finance, operations and ethics. The project aims to provide practical experience for students and support a worthy cause. Students must submit a detailed report on the planning and results of the event as well as videos documenting aspects of the project. They will be assessed on the content and quality of the report, amount of funds raised, financial records, peer evaluations, and individual reflections.
Global warming is considered the most severe environmental problem currently faced by humans. The planet's temperature has risen more than one degree Fahrenheit since the late 1800s, with most of that increase occurring in the past three decades. The primary cause is too much carbon dioxide in the atmosphere from burning fossil fuels for energy and cutting down forests, which allows carbon to accumulate over time. Negative impacts from global warming include rising sea levels, more severe weather events, and threats to wildlife. Proposed solutions include using solar panels as an alternative energy source without harmful emissions, and improving transportation systems and community design to reduce reliance on driving.
Advertising is a multi-billion dollar industry where companies spend millions each month promoting their products to create demand. This has led to the rise of specialized advertising businesses. Advertising can now be found everywhere including newspapers, television, radio, the internet, billboards, and video games. The document discusses ethics in advertising and provides prompts for discussion and a presentation assignment on identifying and addressing false advertising or environmental issues.
The Putrajaya Botanical Garden is a 230 acre tropical garden located in Klang Valley, Malaysia. It was designed as a sanctuary for Malaysian plant life and serves as an education and research center. The garden contains over 700 species of flowering plants from Asia, Africa, and the Pacific region. It features several sections including the Explorer's Trail, Palm Hill, Sun Garden, Floral Garden, and Lakeside area. Recreational activities include the Canopy Walk, cycling, and boating. The buildings are constructed from materials like wood, glass, steel, brick, and tile.
This document contains two journal entries by a student named Lau Hui Ming about their experiences with group work and social influences. In the first entry, Lau discusses negative experiences with group projects where some members did not contribute equally to the work, forcing Lau and others to take on more work. This relates to the concept of social loafing where individual effort decreases in a group setting. The second entry describes how Lau started watching Korean dramas at the suggestion of friends to be able to participate in conversations, and took up sewing dolls as a hobby after being introduced to the materials by a friend, relating to the concept of social influences.
This document appears to be an English assignment from Taylor's University requiring students to write a report comparing two chicken rice businesses in different locations - one in Selangor, West Malaysia called Prosperity Bowl Restaurant, and the other in Sarawak, East Malaysia called Singapore Chicken Rice. The report includes sections on the history of each business, descriptions of the businesses, a comparative analysis of their competitive traits, a summary table comparing the businesses, recommendations, and appendices with pictures and interview questions/answers.
This assessment sheet evaluates students on a presentation about the age of discovery by Portuguese, Spanish, and Dutch explorers. Criteria include topic content knowledge, verbal presentation skills, and understanding as demonstrated through Q&A. Students can receive excellent, good, satisfactory, or poor marks in each category, with topic content weighted most at 10% and verbal presentation and understanding each weighted at 5% of the total marks.
Evolving Lifecycles with High Resolution Site Characterization (HRSC) and 3-D...Joshua Orris
The incorporation of a 3DCSM and completion of HRSC provided a tool for enhanced, data-driven, decisions to support a change in remediation closure strategies. Currently, an approved pilot study has been obtained to shut-down the remediation systems (ISCO, P&T) and conduct a hydraulic study under non-pumping conditions. A separate micro-biological bench scale treatability study was competed that yielded positive results for an emerging innovative technology. As a result, a field pilot study has commenced with results expected in nine-twelve months. With the results of the hydraulic study, field pilot studies and an updated risk assessment leading site monitoring optimization cost lifecycle savings upwards of $15MM towards an alternatively evolved best available technology remediation closure strategy.
Kinetic studies on malachite green dye adsorption from aqueous solutions by A...Open Access Research Paper
Water polluted by dyestuffs compounds is a global threat to health and the environment; accordingly, we prepared a green novel sorbent chemical and Physical system from an algae, chitosan and chitosan nanoparticle and impregnated with algae with chitosan nanocomposite for the sorption of Malachite green dye from water. The algae with chitosan nanocomposite by a simple method and used as a recyclable and effective adsorbent for the removal of malachite green dye from aqueous solutions. Algae, chitosan, chitosan nanoparticle and algae with chitosan nanocomposite were characterized using different physicochemical methods. The functional groups and chemical compounds found in algae, chitosan, chitosan algae, chitosan nanoparticle, and chitosan nanoparticle with algae were identified using FTIR, SEM, and TGADTA/DTG techniques. The optimal adsorption conditions, different dosages, pH and Temperature the amount of algae with chitosan nanocomposite were determined. At optimized conditions and the batch equilibrium studies more than 99% of the dye was removed. The adsorption process data matched well kinetics showed that the reaction order for dye varied with pseudo-first order and pseudo-second order. Furthermore, the maximum adsorption capacity of the algae with chitosan nanocomposite toward malachite green dye reached as high as 15.5mg/g, respectively. Finally, multiple times reusing of algae with chitosan nanocomposite and removing dye from a real wastewater has made it a promising and attractive option for further practical applications.
Climate Change All over the World .pptxsairaanwer024
Climate change refers to significant and lasting changes in the average weather patterns over periods ranging from decades to millions of years. It encompasses both global warming driven by human emissions of greenhouse gases and the resulting large-scale shifts in weather patterns. While climate change is a natural phenomenon, human activities, particularly since the Industrial Revolution, have accelerated its pace and intensity
Optimizing Post Remediation Groundwater Performance with Enhanced Microbiolog...Joshua Orris
Results of geophysics and pneumatic injection pilot tests during 2003 – 2007 yielded significant positive results for injection delivery design and contaminant mass treatment, resulting in permanent shut-down of an existing groundwater Pump & Treat system.
Accessible source areas were subsequently removed (2011) by soil excavation and treated with the placement of Emulsified Vegetable Oil EVO and zero-valent iron ZVI to accelerate treatment of impacted groundwater in overburden and weathered fractured bedrock. Post pilot test and post remediation groundwater monitoring has included analyses of CVOCs, organic fatty acids, dissolved gases and QuantArray® -Chlor to quantify key microorganisms (e.g., Dehalococcoides, Dehalobacter, etc.) and functional genes (e.g., vinyl chloride reductase, methane monooxygenase, etc.) to assess potential for reductive dechlorination and aerobic cometabolism of CVOCs.
In 2022, the first commercial application of MetaArray™ was performed at the site. MetaArray™ utilizes statistical analysis, such as principal component analysis and multivariate analysis to provide evidence that reductive dechlorination is active or even that it is slowing. This creates actionable data allowing users to save money by making important site management decisions earlier.
The results of the MetaArray™ analysis’ support vector machine (SVM) identified groundwater monitoring wells with a 80% confidence that were characterized as either Limited for Reductive Decholorination or had a High Reductive Reduction Dechlorination potential. The results of MetaArray™ will be used to further optimize the site’s post remediation monitoring program for monitored natural attenuation.
Microbial characterisation and identification, and potability of River Kuywa ...Open Access Research Paper
Water contamination is one of the major causes of water borne diseases worldwide. In Kenya, approximately 43% of people lack access to potable water due to human contamination. River Kuywa water is currently experiencing contamination due to human activities. Its water is widely used for domestic, agricultural, industrial and recreational purposes. This study aimed at characterizing bacteria and fungi in river Kuywa water. Water samples were randomly collected from four sites of the river: site A (Matisi), site B (Ngwelo), site C (Nzoia water pump) and site D (Chalicha), during the dry season (January-March 2018) and wet season (April-July 2018) and were transported to Maseno University Microbiology and plant pathology laboratory for analysis. The characterization and identification of bacteria and fungi were carried out using standard microbiological techniques. Nine bacterial genera and three fungi were identified from Kuywa river water. Clostridium spp., Staphylococcus spp., Enterobacter spp., Streptococcus spp., E. coli, Klebsiella spp., Shigella spp., Proteus spp. and Salmonella spp. Fungi were Fusarium oxysporum, Aspergillus flavus complex and Penicillium species. Wet season recorded highest bacterial and fungal counts (6.61-7.66 and 3.83-6.75cfu/ml) respectively. The results indicated that the river Kuywa water is polluted and therefore unsafe for human consumption before treatment. It is therefore recommended that the communities to ensure that they boil water especially for drinking.
Epcon is One of the World's leading Manufacturing Companies.EpconLP
Epcon is One of the World's leading Manufacturing Companies. With over 4000 installations worldwide, EPCON has been pioneering new techniques since 1977 that have become industry standards now. Founded in 1977, Epcon has grown from a one-man operation to a global leader in developing and manufacturing innovative air pollution control technology and industrial heating equipment.
Improving the viability of probiotics by encapsulation methods for developmen...Open Access Research Paper
The popularity of functional foods among scientists and common people has been increasing day by day. Awareness and modernization make the consumer think better regarding food and nutrition. Now a day’s individual knows very well about the relation between food consumption and disease prevalence. Humans have a diversity of microbes in the gut that together form the gut microflora. Probiotics are the health-promoting live microbial cells improve host health through gut and brain connection and fighting against harmful bacteria. Bifidobacterium and Lactobacillus are the two bacterial genera which are considered to be probiotic. These good bacteria are facing challenges of viability. There are so many factors such as sensitivity to heat, pH, acidity, osmotic effect, mechanical shear, chemical components, freezing and storage time as well which affects the viability of probiotics in the dairy food matrix as well as in the gut. Multiple efforts have been done in the past and ongoing in present for these beneficial microbial population stability until their destination in the gut. One of a useful technique known as microencapsulation makes the probiotic effective in the diversified conditions and maintain these microbe’s community to the optimum level for achieving targeted benefits. Dairy products are found to be an ideal vehicle for probiotic incorporation. It has been seen that the encapsulated microbial cells show higher viability than the free cells in different processing and storage conditions as well as against bile salts in the gut. They make the food functional when incorporated, without affecting the product sensory characteristics.
Presented by The Global Peatlands Assessment: Mapping, Policy, and Action at GLF Peatlands 2024 - The Global Peatlands Assessment: Mapping, Policy, and Action
ENVIRONMENT~ Renewable Energy Sources and their future prospects.tiwarimanvi3129
This presentation is for us to know that how our Environment need Attention for protection of our natural resources which are depleted day by day that's why we need to take time and shift our attention to renewable energy sources instead of non-renewable sources which are better and Eco-friendly for our environment. these renewable energy sources are so helpful for our planet and for every living organism which depends on environment.
ENVIRONMENT~ Renewable Energy Sources and their future prospects.
Esd project mcmc marcht 2016
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SCHOOL OF ARCHITECTURE, BUILDING AND DESIGN
BACHELOR OF SCIENCE (HONOURS) IN ARCHITECTURE
ENVIRONMENTAL SUSTAINABLE DESIGN ARC ARC1413/BLD60203
_________________________________________________________________________________
Project 1: My community My Commitment
(Exploring the sense of environmental and community engagement as future designer)
Assessment Assessment Type
LO
Prese
ntation
Submission
Assess
ment %
Continuous
assessment
40%
Project :My community My
commitment
Group:20%
Individual: 20%
(-peer and tutor
assessment)
2,3.5,6
_
21st OCT
2 A3
research
poster
+Multimedia
40
Introduction
Though, the concept of environmental-community service is not very new its importance has developed in the
past few years. There are thousands of organizations all over the world that engage and hold millions of young
people all through the world. People of all age groups, with a maximum number of youth are involved in the
process of community service. Environmental-community-based organizations include; social service
organizations, nonprofit providers and associations that engage both young people as well adults as
volunteers; youth development organizations, after-school programs, and faith-based organizations. The
process is beneficial both for the individuals as well as the society. Environmental-Community service can be
defined as a service that is performed for the benefit of the public. Environmental-Community service is a
commitment. Basically, community service is a way for a person to give back to a community in which they
live. There are many ways of giving back to the community; it can include mural painting on school wall,
cleaning and painting of orphanages, building a small bench for students in school, collecting items for charity,
or just simply cleaning up a park. One of the main benefits of environmental -community service is that it
builds a person’s character. It helps you to work on skills of being able to communicate with people, being able
to work on a team, and being able to take on leadership role. Applying what is taught in the classroom to real
life problems not only helps the members of the community, it also increases students’ knowledge and skills
while helping them find their place as engaged citizens of the world
http://www.oas.org/dsd/publications/Unit/oea37e/ch05.htm
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Objectives of Project
The objectives of this assignment are as follows:
1. To increase awareness of current environmental issues locally
2. To induce creativity in attempting to explore the current environmental circumstances
3. To allow students to explore the opportunity to work with the community and for the community
4. To create awareness of the importance of creating and environmentally sustainable product/design/services
5. To be able to understand and explain the principles of sustainability from environmental and social
perspective
Learning Outcomes of this Project
Explore the concept of environmental and ecological sustainability
1. Produce 2 A3 research poster of complete documentation of the entire project from proposal up to
completion with LCA
2. Produce a multimedia presentation on the issue and process taken to resolve the issue
3. To be able to demonstrate problem-solving skills
4. Recognise role and responsibility of an architect towards environment and society.
5. Exemplify creativity in attempting to explore the current environmental circumstances
Tasks - Methodology
There are many ways in which designers experience a community. The purpose of this project is to further develop
these community skills. By working in teams you are given the opportunity to deepen your team work abilities. You
Low-cost housing area
Squatter housing
Displaced members of
the micro-community
Neglected area within
the city
3. 3 | P a g e
create and adapt strategies that allow you to benefit from the knowledge of your team and contribute to that
knowledge. These skills are crucial in your ability to develop good professional design practice in the future.
Therefore, in participating in this project you are asked not only to engage with the theme, but also to embrace,
examine and reflect on the notions of community as its active member.Through interactive and dynamic exercises,
you will gain a deeper understanding of environment and your responsibility to community, practice solving real-world
challenges using creative ideas.
Task:
Your task is to identify an environmental-community related issue in your local community. The issues have to be
genuine and any solution provided by your team must have an impact to the environment and community. You will
need to visit your project site more then once to collect a variety of observation before making suggestions or
proposals.
Your observations should also include what is the main environmental-community related issue, who are affected,
any particular organization directly related to the issue, what the people or community needs and etc. Your record of
the observation can be in the form of written, video or visual.
When you make your observations they can be:
* in form of sketches of the place or people
* things you have collected from the site
* video
* photographs of the site and issue by you or others (if possible).
The key here is to immerse yourselves in the experiences of the environment- community.
Nature of site/case study to be selected for environment-community project
Details of project
You are to get into groups of maximum of 10 to form a team. The understanding of sustainability (environment and
community engagement) and your role and responsibility as a designer should be reflected throughout the execution
of this project while;
Exploring the issue
Writing an effective proposal to resolve the issue
Execution of the project on site
Engaging the site and community
Creating the awareness and impact via your solution/product
Low cost housing
neighborhood
OR
slums/squatter
Displaced members
of the micro-
community
Neglected/Dilapidated
zones in the cityOR OR
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This project is done in there (3) stages;
Stage 1
Proposal Submission and approval
Identify issues and proposal (refer to proposal form)
Clear identification of issue
Proposal
Justification on solution-why, who, what, when and how
Costing
Estimation of duration (to be within the given time 8weeks)
Stage 2
Upon approval of your project proposal/project
Ensure you get the case study/client’s approval for your project
Provide details of your project (graphics, design, layout etc depending on your issue and proposal)
Finalize your project proposal with your tutor
Provide schedule of work planning on site (timeline/bar chart)
Execute work on site
Keep records of work progress (pictures, video and written)
Update your tutors on your project during tutorial sessions (videos, pictures and records)
Stage 3
Completion of work on site
Produce complete documentation on your project (issue, solution, process and final product)
Upload your multimedia and board on to group website
Examples of environmental-community service:
Mural painting in school
Addressing physical need of low cost housing area (amenities, social outlet-children, elderly, community spaces)
Recycling activities for certain community
Building of small sustainable shelter for homeless
Improving neglected parts of the city (back alleys = wasted space, not safe,)
NOTE: YOUR ARE NOT ALLOWED TO ASK FOR MONETARY DONATIONS AT ALL.
Submission Requirement
The project asks for two outcomes
2 A3 research poster of the project
Multimedia presentation of the entire project from proposal to completion
Other general requirements
Digital copies.
Visuals / Photos used in the submission must be clear and well communicated.
DO NOT PLAGIARISE- copy design from anywhere
Referencing (MUST) for information and sources
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Marking criteria- Must Attach with CD
Student Names:
1 6
2 7
3 8
4 9
5 10
Marks shall be distributed as follows:
Marking Criteria
Marks
%
Acquired
TGC FAIL POOR
SATISFAC
TORY GOOD
EXCELLE
NT
Proposal
- Identification of
environmental-community
issue
- Appropriates of issue
- Current and practical
- Appropriate solution
- Measurable product and
Impact
10 1.3, 2.1
Execute work on site
- Understanding what is
environmental /community
- The project / design
- Tools used to measure
environmental impact
- Completion of project to
the satisfaction of the
organization.
30 5.1, 7.2
A3 Research poster
- Documenting engagement
and execution of work on
site
- LCA
- Referencing
20 3.1, 1.3
Multimedia presentation
- Documentation of the
entire process: works on
site, community
engagement
- Students reflection of
community service
- Creative presentation
- Video should be able to
create Impact on viewers
on environmental and
community awareness
- Uploaded onto group
website
40 3.1, 8.1
6. 6 | P a g e
Attach with submission (individuals must complete this form and collated as group)
SCHOOL OF ARCHITECTURE, BUILDING & DESIGN
Modern Architecture Studies in Southeast Asia (MASSA) Research Unit
PEER ASSESSMENT FORM (PRIVATE & CONFIDENTIAL)
Write the proficiency level from the rubric that fits each group members’ participation in the box under the
collaboration skill. Include your own name in the list. For ranking, use “1” for the group member that you feel
contributed the most to the work, followed by other group members in order of contributions.
Name of Group Member
Participati
on
Leadership Communication
Cooperati
on
Time
Manag
ement
TOTAL
(Out of
25)
RANK
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
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List down some of the main tasks that had been assigned to you for this assignment and briefly describe your
performance:
1. ______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
____________________________________________
2. ______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
____________________________________________
3. ______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
____________________________________________
You may also list any other contributions that you feel you have made for your team:
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________
Briefly comment on the contributions of other group member, particularly those you feel contributed more
or less than expected:
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________
Student’s Signature: ___________________________ Date: ________________________________
Student’s Name: ___________________________ Student ID:________________________________
This section for comments by Lecturers / Tutors:
8. 8 | P a g e
Rubric for Peer evaluation (do not attach with submission)
5 4 3 2 1
Participation Group member
participated fully and
was always on task in
class.
Group member often
participated, was
usually on time and did
their task well, and
immediately, if
prompted.
Group member
sometimes
participated,
occasionally wasted
time or sometimes
worked on unrelated
material.
Group member was
often missing,
contributed
minimally or often
worked on unrelated
material.
Group member did not
participate, wasted time, or
worked on unrelated material.
Leadership Group member
assumed leadership in
an appropriate way
when necessary by
helping the group stay
on track, encouraging
group participation,
posing solutions to
problems, and having
a positive attitude.
Group member
occasionally assumed
leadership in an
appropriate way,
inconsistently, and
generally helped to
maintain good group
participation, and
having a positive
attitude.
Group member
usually allowed
others to assume
leadership or often
dominated the group.
Group member
seldom assumed
leadership and
occasionally
undermined the
leadership of others.
Group member did not
assume leadership or
assumed it in a nonproductive
manner and generally
behaved in a manner
detrimental to the overall
attitude of the group.
Communication Group member
listened carefully to
others’ ideas. Group
member offered
detailed, constructive
feedback when
appropriate.
Group member often
listened to others’
ideas and offered
feedback that was
usually relevant and
appropriate.
Group member
sometimes listened to
others and
interrupted them.
Group member
occasionally offered
constructive
feedback, but
sometimes the
comments were
inappropriate or not
useful.
Group member often
did not listen to
others. Feedback
was seldom given
and usually
inappropriate o
unhelpful.
Group member did not listen
to others and often interrupted
them. Group member did not
offer constructive or useful
feedback.
Cooperation Group member
treated others
respectfully and
shared the workload
fairly.
Group member usually
treated others
respectfully and often
tried to share workload
fairly.
Group member
sometimes treated
others disrespectfully
or did not share the
workload fairly.
Group member often
treated others
disrespectfully and
often tried to
distribute workload
unfairly.
Group member treated others
disrespectfully or did not
share the workload fairly.
Time
Management
Group member
completed assigned
tasks on time.
Group member
completed most of the
task assigned on time.
Group member
sometimes did not
complete the
assigned tasks on
time and occasionally
forced the group to
make last-minute
adjustments and
changes to
accommodate
missing work.
Group member did
not complete most of
the tasks assigned
on time.
Group member did not
complete most of the
assigned tasks on time and
often forced the group to
make last-minute adjustments
and changes to accommodate
missing work.
Prepared by: Checked by: Approved by:
Module Coordinator Name of SC Name of PD/DD
TamilSalvi Mari
……………………………. ……………………………. …………………………….
Date: 26 August 2016 Date: Date:
Stream Coordinator Deputy Dean
(Technical Studies)